TB Super Minds LEVEL 1

Aims: 2 CD2 SB p70 Listen and chant.
36
• to present and practise vocabulary for the home
• to say a chant with the class Aim: to give students further practice with home

vocabulary

New language: house, bathroom, bedroom, • Students look at the chant.
• Play the recording. Students listen and follow the chant
living room, hall, dining room, kitchen, stairs,
cellar, down, now, find out in their Student’s Books.

Materials: CD, flashcards (the home) • Check understanding of new vocabulary.

Language competences: Your students will be • Play the recording again, pausing after each verse for

able to name parts of a home. students to repeat.
Your students will be able to join in with a chant.
• Do the chant as a class and then in groups.
• Make eight groups. Hand out a flashcard to each group

Warm-up and tell the last group they are the house group.

Aim: to activate vocabulary • Students do the chant again, standing up and holding

r n• Draw a simple outline of a house on the board. up the relevant flashcard when they say the house
Elicit/Teach house. words.

fo tio• Elicit any rooms that students already know and 1 WB p70 Write the words.
write them next to the house.
Aim: to give students practice in writing the home
• Review old, new, big, small, ugly, beautiful by asking
vocabulary
trictly caaboutthehouseontheboard.
uPresentation Key: 2 bedroom, 3 bathroom, 4 kitchen, 5 living room,
dAim: to present home vocabulary
6 cellar, 7 dining room, 8 stairs
• Hold up each flashcard in turn. Say the word for
2 WB p70 Choose a room. Write and draw.
S Estudents to repeat in chorus.
Aim: to enable students to personalise the language
• Do this three or four times.
Ending the lesson
istry of ysia• Hold up each flashcard for students to say the word in
chorus. Aim: to review key language from the lesson
• Hold a flashcard so that students cannot see it.
• Stick the flashcards around your drawing of the house • Students try to guess, e.g. Is it the cellar?
• The student who guesses correctly comes and
on the board to make a word map.
lathe words. chooses a flashcard for the class to guess.
1 CD2Aim: to practise home vocabulary
35 Extension activity
in a• Students look at the picture in their Student’s Books.
Aim: to enable students to talk about their houses
• Elicit who they can see (the Super Friends) and where
or flats
Mthey are (around a picture of a house).
M• Play the recording. Students point to the places in the • Pre-teach flat. Find out who in the class lives in a
SB p70 Listen and look. Then listen and say
house and who lives in a flat.
house when they hear them.
• Demonstrate the activity by talking about your

house, e.g. In my house I’ve got two bedrooms, a

CD2 Track 35 living room … I haven’t got a hall.

Whisper: Wow! Look at this house. • Students exchange information about their houses
Thunder: It’s old, really old.
or flats in pairs.

Misty: Let’s go and see it. • If time, students can draw them in outline (as in SB
Whisper, Thunder, Flash: OK.
Now say the words. Activity 1) and write the text underneath.

1 bathroom, 2 bedroom, 3 living room, 4 hall, 5 dining room,

6 kitchen, 7 stairs, 8 cellar

• Play the recording again. Students repeat the words.
• Students practise pointing and naming in pairs.

T70

Aims: 3 Think! SB p71 Play the description game.

• to present and practise there’s, there are Aim: to give students further practice with There’s and
• to review the home
There are

New language: there’s, there are, log Thinking skill: interpreting pictures

Recycled language: the home, animals, fruit, • Demonstrate the game for the class and then give

free time activities practice in open pairs.

Materials: CD, flashcards (the home) • Students take turns to say and guess in closed pairs.

Language competences: Your students will be 1 CD2 WB p71 Listen and circle.
39
able to talk about things in different parts of
a home. Aim: to give students extended practice with There’s

and There are

Warm-up

Aim: to review vocabulary for the home

r n• Stick the flashcards around the room.

• Say a room and students point. Repeat.

fo tio• Point to different rooms for students to say
the room.
trictly ca1CD2 CD2 Track 39
37 1 There’s a frog on the piano.
uAim: to present and practise There’s and There areSB p71 Listen and match the monsters with2 There’s one butterfly on the flower.
d• Give students time to look at the pictures of the 3 There are three bananas in the lunchbox.
their bedrooms. 4 There are four apples in the tree.
bedrooms. 5 There’s a lizard on the log.
6 There’s a football on the TV.
S E• Read the activity instruction with the class and check Key: 2 2nd picture, 3 2nd picture, 4 1st picture,
students know what to do.
5 1st picture, 6 1st picture
istry of ysia• Play the recording. Students match monsters with
bedrooms. 2 WB p71 Look at the pictures in Activity 1.
CD2 Track 37
1 Monster 1: There’s one frog in my bedroom. Circle the words.
2 Monster 2: There are four frogs in my bedroom.
Aim: to practise There’s and There are
la3 Monster 3: There are two frogs in my bedroom. Key: 2 There are, 3 There are, 4 There are, 5 There’s,

4 Monster 4: There are five frogs in my bedroom. 6 There’s

in a• They compare answers in pairs. Ending the lesson

• Play the recording again. Check with the class. Aim: to review new language from the lesson
• Write numbers and different nouns from the lesson
M• Say each sentence for students to repeat.
M• Write each sentence on the board: There’s one frog in on the board, e.g. five butterflies, one frog, eight
apples.

• Draw a circle round each one.
• Point to the circles at random and elicit a sentence,

e.g. There are eight apples in my bag.

Extension activity

my bedroom. There are four frogs in my bedroom. There Aim: to give students a personal record of the new

are two frogs in my bedroom. There are five frogs in my language

bedroom. Underline There’s and There are. • Students write about three of the pictures from SB

• Elicit / Teach students when to use There is and when to Activity 3 in their notebooks.

use There are. • Help with vocabulary as appropriate.

Key: a 3, b 4, c 1, d 2

2 CD2 SB p71 Listen and say.
38

Aim: to focus students on grammatical form

• Play the first sentence. Students repeat.
• Play the second sentence. Students repeat.
• Check understanding of the grammar.
• Students practise in pairs.

T71

1 CD2 Listen and match the monsters with their bedrooms.
37

1234

abc d
trictly forucation2 CD2
38
S EdThere’s a monster. There are four cats.Gr mm r
focus Listen and say.
istry of ysia3 Think! Play the description game.
laThere’s a monster and there … Number …
3
Min Ma1 2

456

There’s / There are 71

1 CD2 Listen and sing.
40

Come on, come on nd see me,
In my little house.
There re lots of lovely nim ls,
In my little house.

There’s c t in the living room.

r nThere’s spider in the kitchen.
fo tioThere re seven crocodiles,

In my lovely b throom.

trictly caCome on, come on nd see me …
duThere’s sn ke in the cell r.
S EThere’s liz rd in my bedroom.
fThere re tigers, lots of tigers,
istry o ysiaIn my lovely g rden.
Min MalaCome on, come on nd see me …

2 CD 2 Listen again and number the pictures.
42

72 Singing for pleasure

Aims: 2 CD2 SB p72 Listen again and number
• to sing a song with the class 42
• to give further practice with there’s, there are
New language: lovely, come on, see me, garden the pictures.

Recycled language: the home, animals Aim: to check comprehension of the song

Materials: CD • Play the recording. Students listen, read and number

Language competences: Your students will be the pictures in the order they hear them in the song.

able to join in with a song. • In pairs, they compare their numbers.
• Check with the class.
• Elicit who wants to go and visit the lovely house.

Key: 1 living room, 2 kitchen, 3 bathroom, 4 cellar,

5 bedroom, 6 garden

Warm-up 1 WB p72 Read the song. Draw the animals.

Aim: to review the home Aim: to give further practice with listening for specific
• Draw a house on the board.
• Number the rooms, but don’t name them. information

r n• Students write the numbers and then the rooms in Key: 1 seven crocodiles, 2 a snake, 4 a lizard,
their notebooks.
5 a spider, 6 lots of tigers
fo tio• They compare rooms and spellings in pairs.
Ending the lesson
• Students look at SB page 70 to check.
trictly ca1CD2 Aim: to review key language from the lesson
40 • Students work in groups and change the animals in
41
SB p72 Listen and sing.u• Students look at the picture. Elicit what they can seethe song.
d(a doll, lots of animals and a strange house).
Aim: to sing a song with the class • Groups sing their new songs to the class.
• Pre-teach lovely and elicit if students think the house is
Extension activity
S Elovely.
f• Play the recording. Students follow the song in their Aim: to consolidate understanding of the vocabulary
istry o ysiaStudent’sBooks. • In their notebooks, students write the song they

• Play the recording again, stopping after each verse for made up in their groups for the Ending the lesson
activity.
students to repeat.
• They draw the house with the animals in the
• When students have learnt the song, practise it with the
appropriate rooms.
whole class.

la• Use the karaoke version of the song for students to sing
in groups.

in a• Elicit / Check students’ understanding of other
M Mvocabulary using the pictures.

T72

Aims: 2 CD2 SB p73 Listen and say.
44
• to present and practise Is there … ? Are
Aim: to focus students on grammatical form
there … ? Yes, there is, No, there isn’t, Yes, there
are, No, there aren’t • Play the recording in sections. Students listen and repeat

• to practise asking and answering questions in chorus.

New language: Is there … ? Are there … ? Yes, • Students take turns to practise the questions and

there is, No, there isn’t, Yes, there are, No, there answers in pairs.
aren’t, park
3 SB p73 Look at Activity 1 again. Ask and answer.

Recycled language: plural nouns, animals, Aim: to give students practice asking and answering

food, toys questions

Materials: CD, Unit 6 stickers, scissors (optional) • Students take turns to ask and answer in pairs.

r nWarm-up • Students ask and answer in open pairs.
fo tioAim: to review there’s, there are • To make the activity more challenging, students can

• Play a chain game. take turns to ask or answer all the questions. The
student answering covers the big picture.
trictly ca• Say In my garden there are four trees. Student A
says In my garden there are four trees and there’s Key: 1 Is there a plane? Yes, there is. 2 Is there a rat?
a tiger.
No, there isn’t. 3 Are there any cars? Yes, there are.
u• When there are eight things in the list, start another 4 Are there any bikes? Yes, there are. 5 Is there a cake?
chain. Yes, there is. 6 Are there any kites? Yes, there are. 7 Are
Language competences: Your students will be there any pears? No, there aren’t. 8 Is there a go-kart?
No, there isn’t.
able to ask and answer about pictures using Is
there, Are there. 1 WB p73 Look and tick (✓) the box.

S Ed1 CD2 Aim: to give students practice with the new language
43 Key: 2 No, there isn’t. 3 Yes, there are. 4 No, there
fAim: to practise the new language
istry o ysiaNote: You may wish students to cut out their stickers withSB p73 Listen, look and stick.aren’t.

the backs attached before carrying out this activity. 2 WB p73 Look at the picture in Activity 1. Match

• Check understanding of park. the questions with the answers.
• Hand out the Unit 6 stickers. Tell students to listen and
Aim: to give students further practice with the new
laplace each sticker in the correct place.
language
• Play the recording. Students listen and look. They place
Key: 2 a, 3 d, 4 c
the answer stickers.
in aCD2 Track 43 Ending the lesson

Woman: Look at the picture. Aim: to review word order in question forms
• Write on the board three questions from the lesson
MBoy: OK.
MWoman: Is there a park? in jumbled word order for students to unjumble.

Boy: Yes, there is. Extension activity
Woman: Are there any bikes?
Boy: Yes, there are. Aim: to personalise the new language and theme
Woman: Are there any dogs?
of the unit

Boy: No, there aren’t. • Elicit 16 items (animals and objects) onto the board.

Woman: How many ducks are there? • Students draw a cellar and secretly put six things
Boy: There are seven.
from the board in it. They can have multiples.

• Students compare answers in pairs. Play the recording • In pairs, students take turns to ask and answer,

again. using Is there ...? Are there ...? How many …?

• Check with the class. • They record the item and the number.

Key: 1 Yes, there is. 2 Yes, there are. 3 No, there aren’t. • At the end they compare and check.

4 There are seven.

T73

1 CD2 Listen, look and stick.
43

for tion1 Is there a park?
trictly ca2 Are there any bikes?
du3 Are there any dogs?
S E4 How many ducks are there?
istry of ysia2 CD2
44
laIs there a plane?Gr mm rListen and say.
in aAre there any rats?focus
M MHow many cars are there?
Yes, there is.
No, there aren’t.
There are four cars.

3 Look at Activity 1 again. Ask and answer.

1234
Is there a … ?

Yes, there is. 5 6 7 8

Is / Are there ... ? How many ... ? 73

1 CD2
45

1 2 OK. Let me go in.
Wait for me here.

There’s the Go in?
old house. No way!

Let’s go in.

for tionCareful, Misty.
trictly uca3
dare there? 4 It’s cold here.
The stairs to the What’s this?
cellar! How many
MiniSstryMoaf lEaysia5
Yuck! Big spiders! 6
Wow! Big rats!

74 Value: looking after your friends

Aims: 1 CD2 WB p74 Listen and tick (✓) the box.
46
• to present a picture story
• to review language from the unit Aim: to review the story

New language: let’s go in, Go in? No way! wait CD2 Track 46
1 Flash: Go in? No way!
for me here, careful, no problem, you can come in, 2 Thunder: Careful, Misty.
here I am 3 Whisper: Misty, where are you?

Recycled language: the home, animals, Key: 1 Flash (1st picture), 2 Thunder (1st picture),

character names 3 Whisper (1st picture)

Materials: CD 2 WB p74 Look and write the numbers.

Language competences: Your students will be Aim: to check understanding of questions in the story

able to listen to and read a picture story. Key: 2 Seven. 3 Nine.

r nWarm-up Ending the lesson
fo tioAim: to review the characters and the story
Aim: to practise the story
• Elicit from the students the names of the four • Put students in groups of four.
• Students each take a role of one of the characters.
trictly caSuperFriends. • Play the recording. Students repeat in role.
• Students practise the role play in groups.
• Ask students to mime their special powers. • Volunteer groups role play for the class.
• Elicit what happened in the last episode (they got
Extension activity
ulost) and who helped them (the rabbit).
Your students will be able to act out the story. Aim: to discuss the value of looking after your

Value: looking after your friends friends

d1 CD2 • Focus on the parts of the story where Misty offered
45
to go into the house because her friends were
frightened.

• Elicit from students why this value is important and

examples of when they have looked after their
friends / their friends have looked after them.
Note: This discussion will probably need to take place
in L1.
SB pp74–75 At the houseS EAim: to present a picture story
f• Elicit where the Super Friends are (in the garden of a big,
istry o ysiaoldhouse).

• Play the recording. Students listen and read to find out

who goes in (Misty) and the animals she sees (a cat,

spiders and rats).

• Students compare their ideas in pairs before the class

lacheck.

• Play the recording again. Pause after each frame to

in acheck comprehension.

• Talk with the class about the value (looking after your

Mfriends) and who does it in the story (Misty in frame 2).
MElicit what she says.
• Play the recording a third time. Students listen and

repeat.

T74

Aims: 1 WB p75 Look and circle.

• to talk about the meaning of a story Aim: to focus students on the value of looking after
• to identify the consonant sound h as in house
• to review language from the story and the unit your friends

Key: Picture 1

New language: full, hats 2 CD2 WB p75 Write the words. Listen and say.
48
Recycled language: language from the story,
Aim: to practise reading, writing and saying words
the home, animals, food
with the letter sound h
Materials: CD
CD2 Track 48
Language competences: Your students will be 1 Harry’s hall, 2 A small house, 3 Healthy food, 4 A happy frog,
5 A hot pizza, 6 An old hat
able to interpret deeper meaning from a story.

Phonics focus: Your students will be able to Key: 2 house, 3 Healthy, 4 happy, 5 hot, 6 hat

practise saying the letter sound h. Ending the lesson

Value: looking after your friends Aim: to get more practice saying the letter sound h
• Students close their Student’s Books.
r nWarm-up • Dictate the sound sentence while students write.
fo tioAim: to review the story
They compare their sentences with a partner before
• Say some key phrases from the story and elicit who checking in the Student’s Book.

trictly casaysthem. • Use the CD script above to write the words starting

• Use these to recap the story. with h from WB Activity 2 on the board. In pairs,
students try to remember the rest of the phrase, e.g.
u2 SB p75 Make sentences with a friend. 1 Harry’s ________ (hall). Students listen to the CD to
dAim: to check comprehension of the story check their answers and repeat the phrases.
S E• Check students know what to do.
Extension activity
• Students take turns to describe what they can see in
Aim: to give examples from experience of looking
fthe pictures.
istry o ysia• Elicitsentencesfromtheclass. after friends

3 SB p75 Find who says ... • Discuss with the class WB Activity 1 and how the boy

Aim: to present the letter sound h looked after his friend by telling her the river was
not safe to paddle in.
la• Write help on the board using a red pen for the h. Put
your hand in front of your mouth and breathe out with • Students think of ways they can look after their
some force to make the /h/ sound. Students copy you,
in afeeling the air on the palm of their hands. friends.

• Students repeat Help! after you. • Write the model on the board: I can look after my

M• Students find the speech bubble in the story (frame 8). friends by carrying some books for them. Elicit other
MKey: Thunder examples.

• Students choose and write three examples in their

notebooks.

4 CD2 SB p75 Listen and say. Note: This discussion will probably need to take place
47 in L1.

Aim: to identify and practise the letter sound h

• Play the recording. Students look at the picture, read

and repeat.

CD2 Track 47

h–h–h
Harry’s hall is full of hats.
Harry’s hall is full of hats!

• Repeat the sentence as a class without the recording.

Say it loudly, slowly, quickly, whisper it, etc.

• Students take turns to repeat in pairs.

T75

7 There’s no problem, 8 Here I am.
you can come in.

Aagh!

r nMisty, where are you?
fo tio2 Make sentences with a friend.Help!
trictly caIn picture one there’s a house.
duIn picture three there are eight stairs.
S f E3 Find who says … Help!
istry o ysia4 CD2
Min Mala47Listen and say.

Harry’s hall is full of hats.

Phonics focus 75

1 Look, read and write a, b, c or d.

abcd

trictly fodrucation1 There are fifteen pencils.
S E2 There are five trains.
istry of ysia3 There are seven cars.

4 There are four spiders.
5 There are fourteen balls.

in ala6 There are six cats.
M M2 Look at the pictures again. Ask and answer.

How many cats There are seven.
are there in
picture a?

76 Reading and speaking

Aims: 1 CD2 WB p76 Listen and colour.
49

• to practise reading, speaking and listening skills Aim: to practise listening for specific information LE
• to give practice in asking and answering questions CD2 Track 49

Skills: reading and listening for specific Boy: Here is my house. It’s a big house. It’s got a red door. I like
the red door. I’ve got two cats. One cat is black and the
information

Recycled language: animals, toys, classroom other cat is black and white.
In the garden there are lots of flowers. The flowers are
objects, the home, there’s, there are, How blue and yellow. There are two big trees. They’ve got
many … ? orange leaves.
My bike is in the garden. It’s green. I like my bike.
Materials: CD, coloured pencils

Language competences: Your students will be And there’s my football. My football is blue and yellow.

able to read and listen for specific information. Let’s kick the ball.

Your students will be able to ask and answer [Sound of a smashed window] Whoops.
simple questions about pictures.
Key: red door, black cat, black and white cat, blue
r nWarm-up
fo tioAim: to review vocabulary sets flowers, yellow flowers, orange leaves on trees, green
bike, blue and yellow football
• Make circles of ten students and make a ball out of
Ending the lesson
paper for each group.
Aim: to practise memory skills
trictly ca• Hand a ball to a student and say a word from a set, • Students look at WB Activity 1 for 30 seconds and
e.g. dog. He/She says another animal and throws
the ball to a student who says another animal and then close their Workbooks.
uso on.
• Say sentences about the picture. Students stand up
d• Go around the groups and say a word from another
set. Students practise that set. (or stay standing) if they are true and they sit (or
stay sitting) if they are false.
S E• Have the different groups practise different sets at
the same time. Extension activity

istry of ysia1 SBp76 Look, read and write a, b, c or d. Aim: to practise writing about a picture
• Students look at WB Activity 1.
Aim: to practise reading for specific information • Elicit some sentences to describe the picture and

• Elicit which vocabulary sets are in the pictures. write them on the board as a model.

la• Read the activity instruction and check students know • Students work in pairs and write a short description
what to do.
of the picture.
in a• Students read silently and write the letters.
• Go around the class to check their work before they
• They compare their answers in pairs.
write a final version.
M• Check with the class using open pairs.
MKey: 1 c, 2 a, 3 c, 4 b, 5 d, 6 d
2 SB p76 Look at the pictures again. Ask and

answer.

Aim: to give students practice in asking and answering

questions

• Demonstrate the activity and check students know what

to do.

• They take turns to ask and answer in pairs.
• Go around the class to listen and check.

T76

Aim: 2 SB p77 Write about your house.

• to practise listening, reading and writing skills Aim: to enable students to write a description of their
Skills:
own houses

• listening for specific information • Elicit flat and tell students they can write about their
• reading for specific information
• writing a description from a model house or their flat.
New language: I live
• Read the description with the class. Check students know
Recycled language: the home, numbers,
what to do and how to make use of the model.
adjectives, animals, toys, there is, there are, I like
• Students write a first draft in their notebooks. Go
Materials: CD
around the class to check and help.

• After you have seen and commented on their work,

students write a final draft on paper.

Language competences: Your students will be Note: In the next lesson, students can bring a photo to
stick next to the text and they can display them around
able to listen and read for specific information. the room.

Your students will be able to write a description 1 WB p77 Look and read. Write yes or no.
from a model.
for tionWarm-up Aim: to give students practice with reading for specific

Aim: to review the home information and following instructions LE

trictly ca• Write houses in a circle on the board. Key: 3 yes, 4 no, 5 no, 6 no, 7 yes

• In pairs, with books closed, students brainstorm all Ending the lesson

the house words they can think of in 30 seconds. Aim: to practise spoken production
• In groups of six, students take turns to read their
u• They swap word maps with another pair.
d• Elicit onto the board to check. Check spelling too. descriptions of their houses or flats.

• Students copy the word map into their notebooks. • Students say Snap! when they have the same
S f E1 CD2
50 number of rooms or have used the same adjective.
istry o ysiaAim: to give students practice in listening for specific
Extension activity
information LE
Aim: to play a game
• Students look at the pictures carefully before they listen. • Make four teams. Students stand one behind the
• Play the recording. Students listen and tick.
SB p77 Listen and tick (✓) the correct picture. other in four lines, facing the board.

laCD2 Track 50 • Whisper a different room to the student at the back

1 In my house there are three bedrooms, there’s a kitchen, a of each line.

in adining room, a living room and a hall. There aren’t any stairs • Students whisper it to the front and the student at

in my house. the front writes it on a piece of paper on your desk.
2 In my house there is one big bedroom, a kitchen and a
• This student then goes to the back of the line.
Mdining room. There isn’t a hall. • Repeat three or four more times.
M3 I live in a lovely house. There are three bedrooms upstairs.
Downstairs, there’s a kitchen, a dining room, a living room • Check papers for correct spelling and rooms and tell

and a hall. And there’s a big cellar under the house. the class which group(s) is/are the winner(s).

• Play the recording again for students to check.
• They compare answers in pairs.
• Check with the class, playing the recording a third time

if necessary.

Key: 1 2nd picture, 2 1st picture, 3 2nd picture

T77

1 CD2 Listen and tick (✓) the correct picture.
50

1

M23 iniSsttrryicMotlayf lEafodyrsuicaation

2 Write about your house.

Itrisholnriov’emete,ainbaceaeldilvrlnaionicrog.emIrhsolo,iokuamesekma.itnTycdhhheehonraue,lsla.ea.Trdehineirneg

Listening and writing 77

Habitats

1 Look at the habitats. What colours are they?

The polar

regions are

white and blue.
r npolar region
Strictly Efoducatiojungle ocean

MinistryMoaf laysia2 What do you find in the habitats?desertmountains

You find sand
in the desert.

sand trees

rocks coral snow

78 Geography

Aims: 1 WB p78 Write the letters.

• to integrate other areas of the curriculum Aim: to check students’ recognition of different

through English: Geography habitats and their spellings

• to practise describing places Key: 2 desert, 3 mountains, 4 polar region, 5 ocean
New language: habitat, polar region, ocean,
2 WB p78 Match the words with the pictures.
jungle, desert, mountains, rocks, sand, coral,
snow, find Aim: to check students’ understanding of what is

Recycled language: colours found in different habitats

Materials: world map (optional) Key: 2 e, 3 b, 4 d, 5 a

Language competences: Your students will have

learnt specific language to talk about Geography Ending the lesson

in English. Aim: to review what students have learnt in the

Warm-up lesson

r nAim: to review colours • Write the following prompt on the board: Today
fo tio• Play a guessing game. Say, e.g. I’m thinking of an
I’ve learnt about:
animal. It’s green.
• Elicit from students what they learnt about today,
• Students guess. Include animals and classroom
e.g. habitats and things we find there.
trictly caobjects.
• Write it on the board. Students copy it into their
• Students can take turns to think of something for
notebooks.
the others to guess.
Extension activity
du1 SB p78 Look at the habitats. What colours
are they? Aim: to identify habitats on a map
• Display the world map.
S EAim: to raise students’ awareness of habitats • Write the five habitats from the Student’s Book on
istry of ysia• Pre-teachhabitats.
the board.
• Read the question and do the example with the class.
• Students talk about the other habitats in pairs. • Students come to the map and point to some of
• Discuss as a class.
Key: The ocean is blue, green and white. The jungle is the habitats.

lagreen and brown. The desert is yellow. The mountains • Give more examples if necessary.
• Elicit/Teach North and South Poles.
are grey, white and green.
Note: Some of the discussion might need to take
in a2 SB p78 What do you find in the habitats? place in L1.

Aim: to encourage students to use their own

Mexperience and knowledge of the world
M• Read the activity instruction and the example aloud.
• Check students know what to do.

• They exchange ideas in pairs.

• Make groups of four for students to discuss their ideas

further.

• Check with the class.

Key: You find trees in the jungle. You find rocks in the

mountains. You find coral in the ocean. You find snow

in the polar region / mountains.

T78

Aims: 1 WB p79 Write the words.

• to extend the focus on Geography through Aim: to enable students to practise spelling of the

English new words

• to complete a project Key: 2 parrot, 3 camel, 4 jellyfish, 5 goat, 6 penguin,

New language: goat, camel, parrot, shark, 7 polar bear, 8 shark

penguin, polar bear, jellyfish 2 Think! WB p79 Colour the circles in Activity 1.

Recycled language: animals, colours Aim: to enable students to apply knowledge of

Materials: coloured card or paper, glue, scissors, the world

materials for the project, e.g. pipe cleaners, cotton Thinking skill: categorising
wool, fabric, shells

Language competences: Your students will be Key: 1 green, 2 green, 3 yellow, 4 blue, 5 red, 6 (grey)

able to talk about Geography in English. and blue, 7 grey and blue, 8 blue

Warm-up Ending the lesson

r nAim: to review habitats Aim: to review what students have learnt in the
fo tio• Say what you can find in a particular habitat, using
lesson
examples from the previous lesson.
• Write the following prompt on the board: Today
• Students guess/say the habitat.
I’ve …
trictly ca• Repeatforotherhabitats.
u1 Think! SB p79 Where do you find the animals? • Elicit from students what they learnt today, e.g.
dAim: to enable students to apply their own knowledge
learnt about the animals in different habitats and
and experience made my own habitat.

S EThinking skills: applying world knowledge, matching • Write it on the board. Students copy it into their
f• Read the question and example answer aloud and
istry o ysiacheckunderstanding. notebooks.

• Individually, students match the animals with their Extension activity

habitats. They compare their ideas in pairs. Aim: to give further practice in learning about

• Check with the class, saying each animal for students habitats

to repeat. • If possible, take students outside into the

la• Elicit other animals for the different habitats. playground or to a nearby park or grassy area.
In pairs, students draw or write down all the things
Key: 2 You find parrots in the jungle. 3 You find camels they find there.

in ain the desert. 4 You find goats in the mountains. 5 You • In the classroom, create a class poster of that

find polar bears in the North Pole. 6 You find sharks in habitat, using students’ information.

Mthe ocean. 7 You find jellyfish in the ocean. 8 You find • Discuss how habitats can be very small as well as
Mpenguins in the South Pole / ocean.
very big areas.

2 Project SB p79 Make a habitat.

Aim: to enable students to apply their knowledge

and experience

• Read the activity instruction with the class and make

sure they know what to do.

• Brainstorm more animals for the different habitats and

write them on the board as word maps.

• Students choose a habitat and make a 3-D picture of it

in groups of three.

• Encourage students to use a range of materials

and colours.

• Groups tell the rest of the class about their habitat.

T79

1 Think! Where do you find the animals?

You find tigers in the jungle.

1234

for tiontigerparrotcamel goat
trictly ca5
6 7 8
iSstry of Edysuiapolarbear
shark jellyfish penguin
Min Mala2 Project Make a habitat.

Geography 79

1 CD2 Listen and imagine. Then draw your picture.
51

trictly forucation2 Show your picture to your friends.
S EdThis is my house.
fThere are five
MinistryMoalaysiabedrooms.

Is there a
garden?

Yes, there is.

80 Creativity

Aims: 2 SB p80 Show your picture to your friends.

• to draw out students’ creativity through mental Aim: to give students practice in speaking about

imagery a picture

• to practise following a set of instructions • Look at the picture and read the speech bubbles from

New language: scary, pop-up, push, through the Student’s Book with the class.

Recycled language: the home, adjectives, • Give students time to think about what they are going

imperatives to say. Elicit a few examples.

Materials: CD, card, pencils, rulers, scissors, • Students work in pairs or small groups and take turns to

coloured pens talk about their pictures.

Language competences: Your students will be • Finish the activity with students asking and answering in

able to listen to ideas and respond creatively. open pairs.

Warm-up

Aim: to review vocabulary

r n• Draw the outline of a house. Ask students to tell you
fo tiowhat rooms to put in the house and what to put in

the garden.

• Draw it on the board. Prompt if necessary, e.g. Is

trictly cathereacellar?

• At the end, ask students Do you want to go in

there? Check understanding.
du1 CD2 1 WB p80 Make a pop-up house.
51 Aim: to enable students to follow a set of instructions

to make a pop-up house

Ending the lesson

Aim: to enable students to compare houses
• Pre-teach doors, windows and roof.
• Put students into groups of four. They take turns to

talk about the colours of their pop-up houses, e.g.
This is my house. The roof is blue, the door is white
and the windows are green.

Extension activity

Aim: to enable students to write about their pictures
• Students write about the pictures they drew for SB

Activity 1.
S EAim: to enable students to listen and visualise and
fto create their own pictures
istry o ysia• Pre-teachscary.

• Tell students to put their heads on their desks, close their

eyes and listen.

• Play the recording. At the end of the recording, speak

quietly and tell students to listen again and imagine.

laTell them they are going to draw the picture of the

house and garden from their heads.
SB p80 Listen and imagine. Then draw

your picture.

in aCD2 Track 51

Close your eyes and listen.

MImagine a house.
MIs it big or small?
Is it old and scary? What colour is the house?

How many bedrooms are there? Is there a kitchen? A living

room? A dining room?

Is there a cellar under the house?

What about the garden? Is it big or is it small?

Now draw your house and garden.

• Play the recording again.

• Students draw their own pictures of the house and

garden they imagined.

• Go around the class and encourage students.

• Talk to them about their ideas and help if necessary.

T80

Aims: 1 WB p81 Draw and write examples of what

• to review language from the unit you know.

• to encourage students to reflect on their learning Aim: to enable students to demonstrate what they

Recycled language: vocabulary and grammar have learnt

from the unit

Materials: flashcards (the home) Ending the lesson

Language competences: Your students will be Aim: to enable students to express their preferences

able to use language from the unit to do a quiz. • Ask students what their favourite song, chant or

game is from the unit.

• Do the song, chant or game again with the class.

Warm-up

Aim: to review the home Extension activity
• Display the flashcards on the board. Write a number
Aim: to enable students to discuss and share what
between 1 and 9 under each one. Students write the
number and then the word in their notebooks. they have learnt

r n• They compare answers in pairs and then check in • Put students into groups of four.
fo tiotheir Student’s Book. • Each student opens their Workbook at page 81.
• Students take turns to read aloud what they have
1 SB p81 Quiz time
written for number 2 and to say something about
trictly caAim: to enable students to review language from thetheir pictures.

unit by doing a quiz • Encourage students to compare what they have

u• Students do the quiz in pairs. The first time they do itwritten and drawn.
without looking back through the unit.
• Students do the same for numbers 3 and 4.
d• Pairs check their work with other pairs.
S E• Students then look back to check questions they did

not know.

f• Check answers with the class.
istry o ysiaKey: 1 b, 2 b, 3 b, 4 c, 5 b, 6 c, 7 c, 8 a

Picture dictionary

Aim: to review vocabulary for the home

la• Students look at the Picture dictionary page for the
home (WB page 125).

in a• In pairs, they take turns to point to one of the pictures,
say the word and what you can do there.

M M• Then students write the words under the pictures.

T81

Quiz time

1 What is this?
a a hall b a dining room c a cellar

2 There three bedrooms.
a is b are

r n3 Where is the lizard in the song?
fo tioa in the bathroom b in the bedroom

c in the kitchen

trictly uca4 How many cats are there in the bag?
da 2 b 3 c 4
S f E5 Who isn’t scared of the house?
istry o ysiaa b c
in ala6 How many rats are there in the house?
M Ma 7 b 8 c 9

7 Circle the word with the different sound.
a hat b help c shoe

8 Where do you find coral?
a in the ocean b in the mountains
c in the jungle

Revision 81

Get dressed!

1 CD3 Listen and look. Then listen and say the words.
02

r n1 jeans
trictly fo catio3 jacket 2 sweater

iSstry of Edysuia7 shoes 6 cap 4 skirt
Min Mala2 CD3 9 T-shirt 5 shorts
03 8 socks

10 trousers

Listen and chant.

Put on your T-shirt. T-shirt, trousers,
Put on your trousers. Swe ter, shoes,
Put on your swe ter. Socks nd c p.
Put on your socks. Do the clothes r p!
Put on your shoes.
Put on your c p, Come on, Whisper,
And now let’s r p! Time for school!

82 Clothes

Aims: 2 CD3 SB p82 Listen and chant.
03

• to present and practise vocabulary for clothes Aim: to give students further practice saying the clothes

• to say a chant with the class • Students look at the chant.

New language: hurry up, bro (brother), get • Play the recording. Students listen and follow the chant

dressed, clothes, jeans, sweater, jacket, skirt, in their Student’s Books.

shorts, cap, shoes, socks, T-shirt, trousers, put on, • Check understanding of new vocabulary.
let’s rap, time for school, do • Play the recording again, pausing after each verse for

Materials: CD, flashcards (clothes) students to repeat.

Language competences: Your students will be • Do the chant as a class and then in groups.
• Make six groups. Hand out a flashcard to each group.
able to name clothes.

• Students do the chant again, standing up and holding

Warm-up up the relevant flashcard / pointing to their clothes when
they say the clothes words.
Aim: to activate vocabulary
1 WB p82 Find the clothes. Look k and U.
r n• Stand where all the class can see you.
Aim: to give students practice in recognising and
• Point to some of your clothes and elicit any that
spelling clothes vocabulary
fo tiostudentsknow.
Key: Across: socks, jeans, cap, shorts, sweater, trousers;
• Write Clothes in a circle on the board and write the
down: skirt, jacket, shoes
words they say.
trictly caPresentation Ending the lesson
uAim: to present clothes vocabulary
d• Hold up each flashcard in turn. Say the word for Aim: to review key language from the lesson
• Say the clothes words one after another.
students to repeat in chorus. • If students are wearing the clothes items, they point

S E• Do this three or four times. to them.

• Hold up each flashcard for students to say the word in • If they are not wearing them, they shake their

fchorus. heads.
istry o ysia• They point to the item if they or their friends are
Extension activity
wearing it.
Aim: to enable students to talk about their clothes
• Stick the flashcards on the board to make a word map • Demonstrate the activity.
• Students work in pairs. They take turns to talk about
for clothes.
la1 CD3 their favourite clothes, using I’ve got and adjectives.
02
in aAim: to practise clothes vocabulary • They write sentences about their favourite clothes in

• Students look at the picture in their Student’s Books. their notebooks.

M• Elicit who they can see (Whisper, his brother and his • Elicit some of the favourite things from the pairs.
Mmum) and where they are (in his bedroom).
SB p82 Listen and look. Then listen and say

the words.

• Play the recording. Students point to the clothes when

they hear them.

CD3 Track 02

Whisper’s little brother: You look great!
Whisper: Thanks, bro. It’s ‘Favourite clothes day’ at school.
Mother: Hurry up, Whisper!
Whisper: OK, Mum. Ready!
Now say the words.
1 jeans, 2 sweater, 3 jacket, 4 skirt, 5 shorts, 6 cap, 7 shoes,
8 socks, 9 T-shirt, 10 trousers

• Play the recording again. Students repeat the clothes

words.

• Students practise pointing and naming in pairs.

T82

Aims: • They compare answers in pairs.
• Play the recording again. Check with the class.
• to present and practise Do you like …? Yes, I do, • Say each question and answer for students to repeat.

No, I don’t

• to present and practise this, these Key: Picture 1: 4, 2; picture 2: 1, 3

• to review clothes 2 CD3 SB p83 Listen and say.
05

New language: Do you like ...? Yes, I do, No, Aim: to focus students on grammatical form

I don’t, this, these • Play the first question and answer. Students repeat.
• Play the second question and answer. Students repeat.
Recycled language: clothes, I like, I don’t like • Check understanding of the grammar.

Materials: CD, flashcards (clothes)

Language competences: Your students will be • Students practise in pairs.

able to ask and answer about preferences using
for tionWarm-up

Aim: to review clothes

trictly ca• Show each flashcard quickly to the class.

• They write the word.
• Students compare answers, including spelling,

uin pairs.

• Check with the class.
like. 3 SB p83 Look at the clothes. Ask and answer.

Your students will be able to identify clothes using Aim: to give students further practice with the new
this and these.
language
S EdPresentation
fAim: to present this and these • Demonstrate the activity for the class and then give
istry o ysia• Use classroom objects to present and practise this and
practice in open pairs, e.g. Student A: Do you like these
these. trousers? Student B: No, I don’t.

• Point to a book in front of you and say This is a book. • Students take turns to ask and answer about the

Point to a book on a student’s desk and say That is pictures.

a book. 1 WB p83 Match the pictures with the

la• Repeat for other objects which are close and far away. sentences. Write numbers.
Introduce These and Those.
Aim: to give students practice with like and don’t like
in a• Point to different objects and elicit sentences from Key: 2 I like these T-shirts. 3 I don’t like these T-shirts.
students.
M1 CD3 4 I don’t like this T-shirt.
04
MThen listen and check. 2 WB p83 Circle the words.
SB p83 Look at the pictures and draw lines.
Aim: to give students further practice with singular

and plural

Key: 2 these, 3 these, 4 this, 5 this, 6 these

Ending the lesson

Aim: to review new language from the lesson
• Write two questions from the lesson on the board,

each in jumbled word order, for students to
unjumble.

• Elicit the answers.

Aim: to present and practise Do you like ... ? Yes, I do. / Extension activity

No, I don’t. Aim: to give students further practice with the new

• Present Do you like … ? by showing clothes flashcards language

and asking questions, e.g. Do you like these socks? • Students use the questions and answers in SB

• Give students time to look at the two pictures in the Activity 1 as inspiration.

Student’s Book and read the sentences. • In pairs, they devise mimes for the rest of the class

• Play the recording. Students match the questions and to guess the language, e.g. for Do you like this cap?
Yes, I do, one student points to his/her head and
answers with the pictures. motions the shape of the cap, and the other student
smiles and nods to indicate Yes.
CD3 Track 04

1 Girl: Do you like this T-shirt?

Girl: No, I don’t.

2 Boy: Do you like these shoes?

Boy: Yes, I do.

T83

1 CD3 Look at the pictures and draw lines. Then listen and check.
04

12
1 Do you like these shoes?

2 No, I don’t.

3 Yes, I do. 88

4 Do you like this T-shirt?
r n2 CD3
fo tio05 Gr mm r
focus Listen and say.
trictly caDo you like this hat?
du3 Look at the clothes. Ask and answer.Yes, I do.

Do you like these shoes? No, I don’t.

S f EDo you like … ?
MinistryMoalaysia1 2 3Yes, I do.

4

56 7 8

Do you like this / these … ? 83

1 CD3 Listen and sing.
06

I’m cool, cool c t.
Meow, meow, meow!

r nI like this super h t.
fo tioI’m cool, cool c t.
trictly caCool shoes nd cool j ckets,

Cool socks nd super shorts,

uCool T-shirts nd cool swe ters,
dAnd cool, cool skirts.
S f EWe’re cool, cool c ts.
istry o ysiaMeow, meow, meow!

We like these super h ts.
We’re cool, cool c ts …

Min MalaMeow!

2 Look at the picture and say the colour of the clothes.

This hat is pink. These socks are red.

84 Singing for pleasure

Aims: 1 WB p84 Read, dress and colour.

• to sing a song with the class Aim: to give further practice with reading for specific
• to review this, these
information

New language: cool (clothes), super Key: Polly – red hat, blue sweater, pink skirt, yellow socks,

Recycled language: clothes, colours red shoes
Molly – blue cap, black jacket, orange jeans, yellow
Materials: CD, flashcards (clothes), coloured T-shirt, green shoes

pencils

Language competences: Your students will be Ending the lesson

able to join in with a song. Aim: to review key language from the lesson

• Students work in groups and change the clothes in
Warm-up

Aim: to review clothes
• Stick the clothes flashcards on the board.

r n• Volunteers come to the board in turn to write the
clothes under the appropriate flashcard.

fo tio• The other students help them if they get stuck.
the song.

• Groups sing their new songs to the class, miming the

clothes as they say them and pretending to be really
cool cats.

Extension activity

Aim: to consolidate understanding of the vocabulary
• In their notebooks, students draw the coolest cat

they can think of.

• They colour and label the clothes.
trictly ca1CD3
06
07
u• Students look at the picture. Elicit who and what theySB p84 Listen and sing.
can see (two cats and lots of clothes).
Aim: to sing a song with the class
d• Pre-teach cool for use with clothes. Elicit which, if any,
clothes on the flashcards are cool.

S E• Play the recording. Students follow the song in their
fStudent’s Books.
istry o ysia• Play the recording again, pausing after each verse for

students to repeat.

• When students have learnt the song, practise it with the

whole class.

• Use the karaoke version of the song for students to sing

lain groups.

• Elicit / Check students’ understanding of other

in avocabulary using the pictures.
2 SB p84 Look at the picture and say the colour of

Mthe clothes.
MAim: to give further practice with clothes and colours
• Check students know what to do.

• They work in pairs, pointing and saying the clothes and

their colour as in the examples.

• Elicit sentences around the class.
• Students point to their own clothes and say the colours

in the same way.

Key: This T-shirt is orange. This T-shirt is red. This jacket

is grey. This T-shirt is yellow. This sweater is green. This
hat is green. These shorts are red. This skirt is blue. This
jacket is blue. This T-shirt is pink. This jacket is green.
This sweater is purple. These socks are red.

T84

Aim: Girl: No, she isn’t. She’s playing computer games.

• to present and practise present continuous third Boy: OK, that’s Lara.

person singular: He/She is wearing … , Is he/she Girl: The girl watching TV is Emma. She’s wearing a red T-shirt.
wearing … ? Yes, he/she is, No, he/she isn’t
Boy: Oh, yes! Emma’s my friend too.
New language: present continuous third person
• Students compare answers in pairs. Play the recording
singular: He/She is wearing … , Is he/she wearing
… ? Yes, he/she is, No, he/she isn’t, Yes, they are, again.
No, they aren’t
• Check with the class. Elicit/Give each as a full sentence

using the present continuous and write it on the board.

Recycled language: clothes, colours Key: Emma (red T-shirt), Lara (pink T-shirt), Ken (playing
Materials: CD, names of students on card
Language competences: Your students will be game on the floor), Paul (black T-shirt)

2 CD3 SB p85 Listen and say.
09

able to use the present continuous to talk about Aim: to focus students on grammatical form
what people are wearing. • Play the recording in sections. Students repeat.
r nWarm-up • Students take turns to practise in pairs.
fo tioAim: to review clothes and colours
3 SB p85 Play the guessing game.
• Play a chain game. Say In my bag I’ve got a pink
Aim: to give students practice asking questions and
T-shirt. Student A says In my bag I’ve got a pink
playing a game
trictly caT-shirtandblueandwhitesocks.
• Students sit in a circle.
• Student B repeats and adds another item of coloured • Give one student a card with a student’s name on it.
• The other students ask yes/no questions to guess who
clothing.
it is.
u• When there are eight things, start another chain.
dPresentation • Demonstrate the game first.
S EAim: to present the present continuous positive, • In larger classes, students can play the game in groups.
fnegative and question forms, third person singular
istry o ysia• Call several boys and girls to the front of the class. 1 WB p85 Read and write the names.

• Say one item that each is wearing: She/He is wearing … Aim: to give students further practice with the new
• Students repeat. Write an example on the board.
• Use colours and arrows to show how questions and short language

answers are formed. Key: 1 Clare, 2 Terry, 4 Naomi

la• Ask questions about the SB page 84 picture. 2 WB p85 Look at the pictures in Activity 1.
in a• Students ask and answer questions in open pairs.
MAim: to practise the new language1 CD3 Tick (✓) the box.
M• Check understanding of floor.08
SB p85 Listen and write the names. Aim: to give students further practice with the new

language

Key: 2 Yes, she is. 3 Yes, she is. 4 No, they aren’t.

Ending the lesson

Aim: to review present continuous questions

• Give students time to look at the picture. • Ask other questions about students in the class,

• Play the recording. Students listen and look. They try to using WB Activity 2 as a model, e.g. Is (name)

write the names. wearing a sweater?

CD3 Track 08 • Students take turns to ask and answer similar

Girl: Hello. questions in open pairs.

Boy: Hello.

Girl: These are my friends. Paul’s wearing a black T-shirt. Extension activity
Boy: Is he eating cake?

Girl: Yes. That’s Paul. Now look at the boy playing a game on the Aim: to personalise the new language and
floor. That’s Ken.
unit theme
Boy: Is Ken wearing a yellow sweater?
Girl: Yes, he is. Now look at Lara. She’s wearing a pink T-shirt. • Each student writes a short text about what he/
Boy: Is she watching TV?
she is wearing.

T85

1 CD3 Listen and write the names. Lara Emma Paul Ken
08

Strictly Efodrucation2 CD3
09
istry of ysiaOlivia’s wearing a red sweater.Gr mm rListen and say.
focus
Is he wearing a blue T-shirt? Yes, he is.
Is she wearing brown shoes? No, she isn’t.
Min Mala3 Play the guessing game.
It’s a boy. Hmm. Is he wearing

a blue T-shirt?

Is he / she +ing? 85

1 CD3 2 Look! Gary’s wearing my cap.
10 Are you sure?

1

My cap isn’t here.

for tionOhno!
trictly ca3 4 Get my cap, please. Maybe Gary has
got the same cap.
duStop! That’s my cap, Gary.
iSstry of lEaysiaNo,it’smycap. No problem.
Min Ma5 6

Thanks.

Hey!
86 Value: saying sorry

Aims: 1 CD3 WB p86 Listen and tick (✓) the box.
11

• to present a picture story Aim: to review the story
• to review language from the unit
CD3 Track 11
New language: Are you sure? maybe, same, that, 1 Whisper: My cap isn’t here.
2 Flash: Are you sure?
get, I’m very sorry, who, no problem

Recycled language: clothes, character names 3 Whisper: I’m very sorry, Gary.
Key: 1 Whisper (2nd picture), 2 Flash (2nd picture),
Materials: CD
3 Whisper (1st picture)
Language competences: Your students will be
2 Think! WB p86 Write the names. Who is
able to listen to and read a picture story.
Your students will be able to act out the story. wearing … ?

Value: saying sorry Aim: to check understanding of the story
Warm-up
Thinking skill: visual memory
r nAim: to review the characters and the story Key: 1 Whisper, 2 Gary, 3 Misty
fo tio• Elicit from the students the names of the four Super
3 WB p86 Match the dialogues with the pictures.
Friends.
Aim: to review short dialogues
• Ask students to mime their special powers. Key: 2 b, 3 a, 4 c

trictly ca• Elicit what happened in the last episode (the old Ending the lesson
house, lots of spiders and rats, Misty looked after
her friends by going into the house). Aim: to practise the story
du1 CD3 • Put students in groups of five.
10 • Students each take a role of one of the characters.
Aim: to present a picture storySB pp86–87 The cap • Play the recording. Students repeat in role.
• Students practise the role play in groups.
S E• Elicit where the four friends are at the beginning of the • Volunteer groups role play for the class.
fstory (in school).
istry o ysia• Play the recording. Students listen and read to find out Extension activity

who hasn’t got their cap (Whisper) and where it is (in his Aim: to discuss the value of saying sorry
• Focus on the end of the story where Whisper said
bedroom, under a chair).
sorry.
• Students compare their ideas in pairs before the class
• Elicit from students why this value is important and
check.
elicit examples from the students of when they have
la• Play the recording again. Pause after each frame to said sorry to their friends, or when someone has said
check comprehension. sorry to them.
Note: This discussion will probably need to take place
in a• Talk with the class about the value (saying sorry) and in L1.
who does it in the story (Whisper in frame 8). Elicit what
Mhe says.

• Play the recording a third time. Students listen and

Mrepeat.

T86

Aims: • Play the recording. Students look at the picture, read

• to talk about the meaning of a story and repeat.
• to practise consonant clusters starting with s: st
CD3 Track 12
(as in stop), sp (as in spider) and sk (as in skirt)
sp – sp – sp
• to review language from the story and the unit st – st – st
New language: stop Six spiders stop for sandwiches on the stairs.
Six spiders stop for sandwiches on the stairs!
Recycled language: language from the story,
• Repeat the sentence as a class without the recording.
clothes, animals, toys, food, the home
Say it loudly, slowly, quickly, whisper it, etc.
Materials: CD
• Students take turns to repeat in pairs.

Language competences: Your students will be 1 WB p87 Look and circle.

able to interpret deeper meaning from a story.
Phonics focus: Your students will be able to read Aim: to focus students on the value of saying sorry

and say consonant clusters starting with the letter Key: 2nd picture
sound s.
2 CD3 WB p87 Write the letters. Listen and say.
r nValue: saying sorry 13
fo tioWarm-up
trictly caAim:toreviewthestory Aim: to practise reading, writing and saying words

• Say some key phrases from the story and elicit who with consonant clusters starting with s

says them. CD3 Track 13
1 stop, 2 spider, 3 steak, 4 sweater, 5 skirt, 6 stairs,
u• Use these to recap the story. 7 school, 8 snake
d2 Think! SB p87 Look at the picture and choose
Key: See CD script above.
S Ethe correct sentence.
fAim: to check comprehension of the story Ending the lesson
istry o ysiaThinking skills: interpreting visual information,
Aim: to review and write decodable words with
matching
consonant clusters starting with s
• Check students know what to do.
• Students find the expression which best matches the • Students close their Student’s Books.
• Dictate the sound sentence while students write.
lapicture. They compare their ideas in pairs.
They compare their sentences with a partner before
• Elicit the answer from the class. checking in the Student’s Book.

in aKey: 3 Can you get my ball? • Play a game, ‘Big step, small step race’. Students line
3 SB p87 Find who says ...
up in a row. Say Students wearing T-shirts, take one
MAim: to present consonant clusters starting with s big step. Girls wearing skirts, take three small steps.
M• Write stop on the board, using a red pen for the st. Say Boys wearing red socks, take five big steps, etc. until
you have a winner or winners.
the consonant clusters st and sp so that students can see

that there are no vowel sounds before or between the
Extension activity

Aim: to give practice in writing descriptions
• Demonstrate the activity for the class.
• Write a short description of a student. Don’t give his/

two letters. her name, e.g. This student’s wearing a blue T-shirt,

• Students repeat Stop! after you. black trousers, grey socks and white shoes.

• Students find the speech bubble in the story (frame 3). • Students look around the room and guess.

Key: Whisper • Students do the same about someone in the room.

• Volunteers read aloud for others to guess.

4 CD3 SB p87 Listen and say.
12

Aim: to practise and identify some consonant clusters

at the beginnings of words

T87

7 Oh no! That’s my cap! 8 I’m very sorry, Gary.

It’s OK.

for tion2 Think! Look at the picture and choose the correct sentence.
trictly ca1 Ohno!

u? 2 My coat isn’t here.
d3 Can you get my ball?

S f E4 She’s wearing my T-shirt!
istry o ysia3 Find who says … Stop!
la4 CD3
Min Ma12
Listen and say.

Six spiders stop for sandwiches on the stairs.

Phonics focus 87

1 Look and read. Write yes or no.

MiniSsttrryicMotlayf lEafodyrsuicaation
1 Naomi is wearing a black skirt.
2 James is wearing a red hat.
3 David is wearing a blue and red sweater.
4 Oscar is wearing a blue cap.
5 Amy is wearing a blue skirt and red socks.
6 Hannah is wearing green socks and black trainers.

88 Reading

Aims: 1 WB p88 Read the poem and colour the picture.

• to practise reading skills Aim: to give students practice in reading a poem
• to give practice in writing a poem
Skills: 2 Think! WB p88 Write your poem and draw

• reading for specific information a picture.
• writing from a model
New language: trainers Aim: to give students practice in writing a poem from

Recycled language: clothes, colours a model

Thinking skill: stimulating students’ creativity

Materials: flashcards (clothes) Ending the lesson

Language competences: Your students will be Aim: to practise memory skills

able to read for specific information. • Students look at SB Activity 1 for 30 seconds and

Your students will be able to write a poem fromthen close their Student’s Books.
a model.
• Say sentences about the picture. Students stand up
for tionWarm-up
(or stay standing) if they are true, and they sit (or
Aim: to review clothes vocabulary stay sitting) if they are false.

• Stick the flashcards on the board in a line.Extension activity

trictly ca• Elicit what each one is. Take one away. Elicit all theAim: to practise spoken production
clothes including the missing one. • Volunteer students read their poems to the class.
• Alternatively, display the poems around the
• Repeat until there are no clothes.
classroom for students to mingle and read.
u• Continue adding one flashcard at a time until they
dare all back on the board. • Students choose the poem they like best.
S E1 SB p88 Look and read. Write yes or no.
fAim: to practise reading for specific information LE
istry o ysia• Read the activity instruction and check students know

what to do.

• Students read silently and write yes or no.
• They compare their answers in pairs.

la• Check with the class using open pairs.
Min MaKey: 1 yes, 2 no, 3 no, 4 no, 5 yes, 6 no

T88

Aim: • Check with the class.

• to practise speaking, listening and writing skills Key: Tom: riding a bike. Emma: playing the piano.
Skills:
Kylie: eating an apple. Fred: playing football.

• interactive speaking 3 SB p89 Look at Activity 1 again. Choose and write.

• listening for specific information Aim: to give students practice with writing descriptions
• writing from a model • Read the description through with the class. Check

New language: present continuous of: ride, play, understanding of helmet.

eat, wear, do; helmet, I think, one-word • Make sure students know what to do.

Recycled language: clothes, free time activities, • They choose one of the four children from SB Activity 1

colours, animals and write about what they are wearing and what they

Materials: CD, Unit 7 stickers, scissors (optional) are doing, using the coloured sticker for reference.

Language competences: Your students will be • They write a first draft in their notebooks, using the model.
• Go around the class to check.
able to listen for specific information. • Students write a final draft of their descriptions.
Your students will be able to write a description.
4 SB p89 Play the mime game. Are you Tom,
r nYour students will be able to interact to play
Emma, Kylie or Fred?
a game.
fo tioWarm-up Aim: to give students further practice through a game
trictly caAim: toreviewfreetimeactivities • Mime one of the children from SB Activity 1 doing their

• Mime a free time activity. Students guess. activity.

u• Students take turns to mime and the class guesses. • Say Who am I? Students guess and say You’re (name).
• Students play the game in pairs.
• Write the free time activities on the board at
1 WB p89 Look at the pictures and read the
dthe end.
S E1 Think! SB p89 Ask and answer. questions. Write one-word answers.
istry of ysiaAim: to give students practice in interactive speaking
Aim: to give students practice with reading for specific
and making choices
Thinking skill: selecting relevant information information and following instructions LE
• Students look at the pictures carefully. Ask two students
Key: 2 kitchen, 3 games, 4 TV, 5 two, 6 jacket
lato read the speech bubbles aloud.
Ending the lesson
• Check students know what to do.
Aim: to review clothes vocabulary
in a• They ask and answer in pairs about the pictures. • Make circles of eight students. Give each group a

• Elicit ideas as a class. ball of paper.
M2 CD3
14 • Everyone claps twice. The student with the ball says
MAim: to enable students to check their answers by
SB p89 Listen, check and stick. an item of clothing and then throws the ball to
another student. Everyone claps twice and then the
student with the ball says another item of clothing.

• When all clothing words have been said, students

listening can start on another set, e.g. colours.

Note: You may wish students to cut out their stickers with Extension activity
the backs attached before carrying out this activity.
Aim: to practise listening for detail
• Students prepare / find their stickers.
• Play the recording. Students check their ideas from SB • Read out a simple description of a boy or girl,

Activity 1 and put their stickers in the correct places. similar to the one in SB Activity 3. Students listen
the first time.
CD3 Track 14
• The second time, read the description in short
Tom is riding a bike.
Emma is playing the piano. sections to give students time to draw.
Kylie is eating an apple.
Fred is playing football. • The third time, read it in the same way to give

• They compare answers in pairs. students time to colour their pictures. Students
• Play the recording again if necessary. compare their drawings with classmates.

T89

1 Think! Ask and answer.

Is Tom riding a pony? No, I think he’s riding a bike.

for tion2
Tom: ride Emma: play Kylie: eat Fred: play

trictly ca3 Look at Activity 1 again. Choose and write.CD 3
14 Listen, check and stick.
duTom is wearing a
S E blue helmet, a green

f jacket, black trousers
istry o ysiaand red shoes. He is

riding a bike.
in ala4 Play the mime
game. Are you You’re …

M MTom, Emma, Who am I?
Kylie or Fred?

Speaking, listening and writing 89

1 CD3 Listen, read and draw lines.
15

Cotton comes from plants. You can wear cotton shorts and T-shirts.
Leather comes from cows. You can wear leather shoes and jackets.
Wool comes from sheep. You can wear woollen sweaters and socks.

14

trictly forucation2 5
MiniSstryMoaf lEadysia3 6

2 Think! Say the material for the clothes. Picture one is wool.

123456

90 Science

Aims: 2 WB p90 Read. Then write and draw.

• to integrate other areas of the curriculum Aim: to enable students to evidence their

through English: Science understanding by writing from a model

• to practise describing people’s clothes

New language: materials, cotton, come from, Ending the lesson

you can wear … , leather, cow, jacket, wool, Aim: to review what students have learnt in
woollen, sheep, sweater
the lesson
Recycled language: clothes
• Write the following prompt on the board: Today
Materials: CD
I’ve learnt about:

Language competences: Your students will have • Elicit from students what they learnt today,

learnt specific language to be able to talk about e.g. where materials come from and what they’re

Warm-up

r nAim: to review clothes
fo tio• Play a guessing game. Say, e.g. I’m thinking of

some clothes.

• Students guess, e.g. Are they shorts?

trictly ca• Students take turns to think of something for the
others to guess.
Science in English. good for.

• Write it on the board. Students copy it into their

notebooks.

Extension activity

Aim: to review language from the lesson
• In pairs, students decide what their shirts/T-shirts

are made of.

• If necessary, they look at the labels.
• Elicit the information and make a chart on the

board, showing the different materials.

• Teach any new words.

Note: Some of the discussion might need to take place
in L1.
u1 CD3
15
dAim: to raise students’ awareness of differentSB p90 Listen, read and draw lines.
S Ematerials and where they come from

• Pre-teach materials, cows, sheep and comes from.

istry of ysia• Read the first part of the text and do the matching as
a class.

• Play the recording. Students listen and match the other

clothes with the materials.

• They compare answers in pairs.

la• Check as a class.

• Find out if students are wearing clothes made of leather,

in acotton or wool.

Key: 1 socks – sheep, 2 shoes – cow, 3 shorts – cotton

Mplant, 4 sweater – sheep, 5 T-shirt – cotton plant,
M6 jacket – cow
2 Think! SB p90 Say the material for the clothes.

Aim: to enable students to apply real world knowledge

Thinking skill: applying real world knowledge
• Do the example first with the class and check students

know what to do.

• Students talk about the pictures in groups of four.
• Elicit and discuss their opinions as a class.
Key: 2 leather, 3 cotton, 4 cotton, 5 leather, 6 wool

1 WB p90 Write the word cotton, wool or leather.

Aim: to check understanding of the different materials
Key: 2 leather, 3 leather, 4 wool, 5 cotton, 6 wool

T90

Aims: 1 WB p91 Find out about your clothes. Complete
• to extend the focus on Science through English
the chart.

• to complete a project Aim: to enable students to personalise the topic

New language: strong, warm, cool

Recycled language: clothes, cotton, wool, leather Ending the lesson

Materials: paper, scraps of material Aim: to review what students have learnt in

Language competences: Your students will be the lesson

able to talk about Science in English. • Write the following prompt on the board: Today

I’ve …

• Elicit from students what they did today, e.g. learnt

which materials are strong, warm and cool, made
a materials poster and found out about the
materials my clothes are made of.

• Write it on the board. Students copy it into their

notebooks.

Extension activity

Aim: to give further practice in learning about

materials

• Write all the new materials from WB Activity 1 on

the board. On one side of the board, write where
these materials come from, in jumbled order. On the
other side of the board, write what they are good
for, also in jumbled order.

• In groups, students discuss where each material

comes from and what it’s good for.

• Discuss and share ideas as a class.
Warm-up

Aim: to review materials
• Say a material. Students tell you where it comes

from and what it is good for.

r n• They can add their own ideas for other clothes.
fo tio1 SB p91 Look, read and write the words.

Aim: to enable students to apply their own knowledge

trictly caandexperience

• Read the instruction aloud and check understanding.

u• Pre-teach strong, warm and cool.

• Individually, students decide which words to write in the

dsentences. They compare their ideas in pairs.

• Check with the class, eliciting examples where possible.

S EKey: 1 warm, 2 strong, 3 cool
istry of ysia2 Project SBp91 Make a poster with different

materials.

Aim: to enable students to apply their knowledge and

experience

• Read the activity instruction with the class and make

lasure they know what to do.

• Brainstorm materials. Hand out scraps of material if you

in ahave brought these to the class.

• Students work in pairs. They design, make and label

Mtheir posters.
M• Pairs talk to other pairs about their posters.

T91

1 Look, read and write the words.

for tioncool
trictly ca1 Woolisstrong warm
u2 Leather is
d3 Cotton is.
MiniSstryMoaf lEaysia2 Project Make a poster with different materials..
.

Science 91

1 CD3 Listen and act out with your teacher. Then listen
16

again and number the pictures.

Strictly Efodrucation2 Read and number the sentences from the story.
istry of ysiaTurn around.
Put the fly outside.
laCatch the fly.Oh no! The fly is on your nose.
in a3 Listen to your Open the window.
M Mfriend and act out.
You can see a fly on your jeans.

Put the bird
outside.

92 Creativity

Aims: 2 SB p92 Read and number the sentences from

• to stimulate the students’ imagination through the story.

listening and acting out Aim: to enable students to match sentences with

• to practise following a set of instructions pictures

New language: turn around, fly, catch, outside, • Students look at the sentences and try to match them

put, window with the pictures.

Recycled language: imperatives • They compare their ideas in pairs.
• Play the recording again for them to check their
Materials: CD, paper bags, pencils, scissors,
answers.
staplers, coloured pens, CD of triumphant music
Key: 5, 6, 4, 2, 3, 1
Language competences: Your students will be

able to listen and do instructions to demonstrate 3 SB p92 Listen to your friend and act out.

meaning.Warm-up

r nAim: to review instructions
fo tio• Give students one instruction after another for them

to carry out, e.g. Stand up. Turn around. Sit down.
Open your books. Close your books. Open your

trictly capencilcase.
uThen listen again and number the pictures. Aim: to give students practice in saying sentences and
1 CD3dAim: to enable students to listen and mime
16S E• Pre-teach fly, outside and catch. acting out

• Play the recording. Act out the story to the class. • Demonstrate the activity for the class. Students say
SB p92 Listen and act out with your teacher.
a sentence for their partner to act out. They don’t tell
istry of ysiaCD3Track16 a story.

1 You can see a fly on your jeans. • Give students time to prepare their sentences.
2 Open the window. • Do the activity first in open pairs.
3 Catch the fly. • Then students practise in closed pairs.
4 Put the fly outside.
5 Turn around. 1 WB p92 Make a paper hat.

la6 Oh no! The fly is on your nose. Aim: to enable students to follow a set of instructions

• Play the recording again. Students act out the story withto make a paper hat

in ayou. Ending the lesson

• Students look at the pictures in their Student’s Books Aim: to enable students to create their own stories

Mand try to sequence them. from a model

• Play the recording a third time for students to sequence • Students work in groups of four. They adapt the

Mthe pictures. story from SB Activity 1, changing the animal,
clothing or some of the instructions, e.g. Sit down.
Oh no! The lizard is on your shoe.

• Groups mime and then read their stories.

Extension activity

Aim: to enable students to use their paper hats
• Play the triumphant music.
• Students walk proudly around the room in their

• They compare the order in pairs. Check with the class. paper hats.
Key: 5, 3, 4, 6, 2, 1
• Give instructions, e.g. You are walking past the

Queen. Smile to her. Now walk quickly and hold

your hat. It’s raining and windy.

T92

Aims: 1 WB p93 Draw and write examples of what

• to review language from the unit you know.
• to encourage students to reflect on their learning
New language: dressing Aim: to enable students to demonstrate what they

Recycled language: vocabulary and grammar have learnt

from the unit Ending the lesson

Materials: flashcards (clothes), dice and counters, Aim: to enable students to express their preferences
• Ask students what their favourite song, chant or
paper, coloured pencils
game is from the unit.
Language competences: Your students will be
• Do the song, chant or game again with the class.
able to use language from the unit to play a game.

Warm-up Extension activity

Aim: to review clothes Aim: to enable students to discuss and share what

r n• Use the clothes flashcards to review the vocabulary. they have learnt

• When students say the word, they point to the • Put students into groups of four.
• Each student opens their Workbook at page 93.
fo tioclothing if they are wearing it and say what it is • Students take turns to read aloud what they have

made of. written for number 2 and to say something about
their pictures.
trictly ca1 SBp93 Thedressinggame
• Encourage students to compare what they have
Aim: to enable students to review vocabulary by
written and drawn.
uplaying a game
d• Students each draw an outline of a doll on a piece • Students do the same for numbers 3 and 4.

of paper.

S E• Demonstrate the game.
f• Students take turns to roll the dice. When they land on

clothes, they say them, e.g. black socks, and draw and

istry o ysiacolour them on their doll. If they can’t say the words

correctly, they don’t draw them. They continue until they
have drawn and coloured all the clothes on their doll.

• Students play the game in groups of four.

laKey: brown cap, red T-shirt, blue jacket, grey trousers,
black socks, red shoes, green jacket, orange T-shirt, pink
cap, black trousers, purple socks, yellow shoes, grey
in acap, blue T-shirt, brown jacket, blue trousers, red socks,
green shoes

M MPicture dictionary
Aim: to review vocabulary for clothes

• Students look at the Picture dictionary page for clothes

(WB page 126).

• In pairs, they take turns to point to one of the pictures

and say/spell the word.

• Then students write the words under the pictures.

T93

The dressing game

MiniSsttrryicMotlayf lEafodyrsuicaation

Revision 93

The robot

1 CD3 Listen and look. Then listen and say the words.
17

Strictlyf Efodrucation4 hand 5 knee1 head

2 arm
3 fingers

MinistryMoalaysia6 leg
7 toes 8 foot

2 CD3 Listen and chant.
18

Let’s m ke robot! Here’s leg.
Here’s the he d. Here’s knee.
Here’s n rm. Here’s foot.
Here’s h nd. Here re the toes.
Here re the fingers. Th nk you! Off it goes.

94 The body

Aims: 2 CD3 SB p94 Listen and chant.
18

• to present and practise vocabulary for the body Aim: to give students further practice saying the
• to say a chant with the class
body parts

New language: head, arm, fingers, hand, knee, • Students look at the chant.
• Play the recording. Students listen and follow the chant
leg, toes, foot, off it goes, make, kit

Recycled language: robot, let’s, here’s, here are, in their Student’s Books.

thank you • Check understanding of new vocabulary.
• Play the recording again, pausing after each verse for
Materials: CD, flashcards (the body)
students to repeat.
Language competences: Your students will be
• Do the chant as a class and then in groups.
able to name parts of the body. • Make eight groups. Each group is a part of the body.

Warm-up • Students do the chant again, standing up and pointing

Aim: to activate vocabulary to the relevant body part when they chant it.

r n• Write Toys in the centre of the board and elicit all 1 WB p94 Write the letters to make parts of
the ones students can remember.
the body.
fo tio• Mime a robot if students don’t give you this word.
Aim: to give students practice in recognising and
• Tell the class that this unit is about a robot.
trictly caPresentation spelling body parts
Aim: to present body vocabulary
Key: Across: foot, knee, leg, arm;
u• Hold up each flashcard in turn and point to the part of
dyour body. down: hand, finger, toes

• Say the word for students to repeat in chorus. 2 WB p94 Write the words.
Aim: to give students practice in recognising and
S E• Do this three or four times.
f• Hold up each flashcard for students to say the word in naming body parts
istry o ysiachorus and point to the part of their body.
Key: 2 arm, 3 knee, 4 head, 5 foot, 6 hand, 7 toes,
• Stick the flashcards on the board to make a word map
8 fingers
for body.
lathe words. Ending the lesson
1 CD3Aim: to practise parts of the body
17 Aim: to review key language from the lesson
in a• Students look at the picture in their Student’s Books. • Students stand up.
• Say the body parts one after another.
• Elicit who they can see (the Super Friends), where they • Students say the word and touch the relevant

Mare (in the garden) and what Thunder is carrying (a body part.
Mrobot kit). Pre-teach kit.
SB p94 Listen and look. Then listen and say Extension activity

Aim: to enable students to personalise the chant
• Students copy the chant into their notebooks.

• Play the recording. Students point to the body parts • They draw the relevant body part of the robot next

when they hear them. to the word.

CD3 Track 17 • They draw the complete robot under the text.

Misty: What have you got there?

Thunder: A robot kit.

Flash: Great! Let’s make a robot!

Now say the words.

1 head, 2 arm, 3 fingers, 4 hand, 5 knee, 6 leg, 7 toes, 8 foot

• Play the recording again. Students repeat the body

words.

• Students practise pointing to their body parts and

naming them in pairs.

T94

Aims: 2 SB p95 Read and stick. Help the Super Friends
• to present and practise can/can’t for ability
see Misty.

New language: can/can’t for ability, touch, skip Aim: to give students further practice hearing the

Recycled language: the body new language

Materials: CD, flashcards (the body), Note: You may wish students to cut out their stickers with
the backs attached before carrying out this activity.
Unit 8 stickers, scissors (optional), skipping ropes
(optional) • Students prepare the Unit 8 stickers.
• Play the recording. Students listen, read and place the
Language competences: Your students will be
stickers in the correct clouds.
able to talk about ability using can/can’t.
• Students compare their answers in pairs.
• Check with the class. Students stick in the stickers.

Warm-up 3 CD3 SB p95 Listen and say.
20
Aim: to review the body
• Show each flashcard quickly to the class.

r n• They write the words.

• Students compare answers, including spelling, in

fo tiopairs.

• Check with the class.
Aim: to focus students on grammatical form

• Play each sentence for students to repeat.
• Students practise in pairs.
trictly caPresentation
4 SB p95 Make sentences.

Aim: to give students further practice with the new

language

• Demonstrate the activity for the class and then give

practice in open pairs.

• Students take turns to make sentences about the

pictures in pairs.

• Students make sentences about themselves for the

final column, e.g. I can’t skip.

Key: Anna can skip. Pete can’t skip.
Aim: to present can and can’t

u• Bend down a little and pretend to try to touch your toes
d(you can’t). Say I can’t touch my toes.

• Put your hand on your head. Say I can touch my head.

S E• Prompt students to do the two actions (some of them
fwill be able to touch their toes). Elicit the appropriate
istry o ysiaresponse.

• Check students say the weak form of can in the positive

sentence.
1 WB p95 Write the numbers.

Aim: to give students further practice with reading the

new language

Key (from left to right): 4, (1), 5, 2, 6, 3
1 CD3laAim: to present and practise can and can’t for ability
19
• Pre-teach skip.

in a• Give students time to look at the picture in the Student’s
Book and read the speech bubbles.

M• Play the recording. Students listen for the answer.
SB p95 Look and listen. What can Misty do?

CD3 Track 19 Ending the lesson

MThunder: I can’t touch my toes. Aim: to review new language from the lesson

• Make groups of three. Students tell each other

which of the three things (skip, touch toes, stand on
one leg) they can and can’t do.

• Take the students outside or to a large space so they

Whisper: I can’t skip. can demonstrate.

Flash: I can’t stand on one leg. Whoah!

Misty: I can touch my toes.

Thunder: Wow! Extension activity
Misty: I can skip.
Whisper: Wow! Aim: to give students further practice with the new
Misty: I can stand on one leg.
Flash: Wow! language

• Students do a simple survey of their friends’ abilities,

• They compare answers in pairs. like the one in SB page 95 Activity 4.
• Play the recording again. Check with the class.
• Say each question and answer for students to repeat. • Students report back to the class about their friends

Key: Misty can touch her toes, skip and stand on one leg. and then write sentences.

• Provide a model on the board, e.g. (Name) can skip

and touch his toes, but he can’t stand on one leg.

T95